Principles of Toxicology
BIOL 40453, Fall 2015
Dr. Marlo Jeffries, 521 WIN
m.jeffries@tcu.edu, 817-257-6171
Meeting Times and Locations
W 3:00 – 5:40 PM, WIN 422
Office Hours. MW 11-12, WIN 521
Course Description
This course is designed for upper-level undergraduates. Students enrolled in the course will: 1) be
introduced to the basic principles of toxicology, 2) become familiar with historically-relevant literature in
toxicology, 3) gain an understanding of the experimental designs and methodological techniques
utilized in contemporary toxicological research, 4) gain proficiency in reading and interpreting the
results of contemporary toxicology literature, and 5) be exposed to emerging topics of interest in
toxicology. This will be accomplished primarily by through assigned readings and subsequent
discussion, though brief lectures will be included throughout the course of the semester.
Course Goals
The course will provide students with a broad understanding of the principles of toxicology. Students
will gain a historical perspective of toxicological research and will become proficient in reading,
interpreting and synthesizing information in contemporary toxicology literature. Students will develop
the ability to effectively discuss peer-reviewed literature related to various aspects of toxicology. In
addition, students will develop their literature searching abilities, informative writing skills, oral
presentation skills and interpersonal communication abilities.
Course Resources
None required – all materials will be provided by Dr. J via Pearson Learning Studio (PLS)
Course Policies
As stated in the TCU Official Student Handbook 2014-2015, “Each student is expected to be fully
acquainted with all published policies, rules, and regulations of the University and will be held
responsible for compliance with them.” You will be expected to maintain high standards of personal
and scholarly conduct.
Attendance. Absence from class and tardiness will negatively impact your grade. Participation in this
course is essential and comprises a large percentage of your grade. Any student missing a class
discussion will receive a zero for their daily participation grade. Students absent from class may makeup missed participation points through a make-up assignment only if the absence was related to an
official university activity, illness or family emergency. Absences must be verified with adequate
documentation.
Academic misconduct. Cheating, plagiarism, collusion, etc. are not acceptable and will result in
a failing grade for the assignment. Students caught cheating may be subject to other sanctions,
including disenrollment from the course and a failing course grade. Additional information regarding
academic misconduct and TCU’s policies is available in the undergraduate bulletin
(http://www.catalog.tcu.edu/current_year/undergraduate/). If you are unsure whether actions you are
considering constitute misconduct, ASK BEFORE ACTING.
Electronics. Cell phones, iPods, beepers, PDAs, recording devices and computers are to be turned off
and out of sight during class. Students in violation of this rule will be asked to leave class for the day
and participation points will be deducted accordingly.
Late assignments. Assignments are to be turned in via email and must be turned in before 5
pm on the due date. Late assignments will not be accepted and will be given a grade of zero.
Disability statement. Texas Christian University complies with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students
seeking accommodations should contact the Coordinator of Student Disabilities Services in the Center
for Academic Services located in Sadler Hall, 1010. Accommodations are not retroactive, therefore,
students should contact the Coordinator as soon as possible in the term for which they are seeking
accommodations. Further information can be obtained from the Center for Academic Services, TCU
Box 297710, Fort Worth, TX 76129, or at (817) 257-6567. Each eligible student is responsible for
presenting relevant, verifiable, professional documentation and/or assessment reports to the
Coordinator. Guidelines for documentation may be found at www.acs.tcu.edu/disability_documentation.asp
Course Grading System
Grades will be determined by the student’s attendance and participation in the course and by two
presentations and two papers. Point distributions and the grading scale are outlined below.
Point distribution (500 points possible)
Participation
(36%) 180 points
Paper 1
(18%) 90 points
Presentation 1
(9%) 45 points
Paper 2
(24%) 120 points
Presentation 2
(13%) 65 points
Total
500 points
Grading Scale (based on points received)
A
450 - 500 points
B
400 - 449 points
C
350 - 399 points
D
300 - 349 points
F
< 300 points
Participation. Participation is a vital part of this course and all students are expected to be prepared to
contribute to class discussions on a regular basis. We will routinely discuss journal articles and other
readings as part of the course. Failure to complete assigned readings before class will substantially
impair your ability to participate and will undoubtedly have an adverse effect on your grade in the
course. Students will be given routine evaluations regarding their level of participation in the course.
Each class discussion period will provide students with an opportunity to obtain 18 participation points
(of 180 total). Given that completion of the assigned readings is essential for adequate participation, 4
of the 18 points associated with each discussion will be assigned based a short (< 1 page) summary to
be turned in via PLS prior to class. The remaining 14 participation points will be assigned based upon
the student’s ability to contribute intellectually to the discussion. See attached grading rubrics.
Papers. Students will write two papers during the course of the semester. Students will select their topic
from a list provided by Dr. J and will identify and obtain 3 peer-reviewed scientific articles related to that
topic. Working individually, students will summarize the findings of their articles and relate them to
concepts/principles discussed in class in a short, informative paper (< 6 pages). Papers are due the
Monday prior to class.
Presentations. Working in pairs, students will give two presentations during the course of the semester.
These presentations will be related to the papers generated by the student. Working in pairs, students
will provide their classmates with a 20-minute presentation aimed at introducing the relevance of their
topic and general concepts pertinent to the topic. Presentations will serve as a starting point for class
discussions, which will be led by the presenting students.
Grading Rubrics for Participation
Grading Rubric for Summaries (4 possible points of 18 participation points)
0 pt
1 pt
2 pt
3 pt
4 pt
Summary not turned in or turned in late. Summary does not address the study
objectives, methods, results, etc. No effort to interpret the study results, place the
study into a broader context or put forth a single take home message. Document is
poorly organized and/or riddled with grammatical errors.
Summary does not provide an accurate synopsis of the study objectives, general
methods and results. Two or more of the following are absent from the summary:
interpretation of the study results, placement of the study into a broader context or
identification of a single take home message. Document is poorly organized and/or
riddled with grammatical errors.
Summary does not provide an accurate synopsis of the study objectives, general
methods and results. One of the following is absent from the summary: interpretation
of the study results, placement of the study into a broader context or identification of a
single take home message. Document may be poorly written in terms of both
organization and grammar.
Summary accurately provides a synopsis of the study objectives, general methods
and results. Interpretation of the study results is sound and logical, but one of the
following is absent: placement of the study into a broader context or a single take
home message. Document is generally well written, but may contain a few minor
grammatical errors.
Summary accurately provides a synopsis of the study objectives, general methods
and results. Interpretation of the study results is sound, logical and well supported.
The summary puts the results into a broader context and puts forth a single take home
message. Document is well written in terms of both organization and grammar.
Grading Rubric for Discussion (14 possible points of 18 participation points)
0 pt
2 pt
6 pt
10 pt
14 pt
Student absent from discussion or did not contribute in any way.
Student unable to correctly answer several (> 4) targeted questions regarding the
readings. Ideas put forth illogical and/or irrelevant to the topic being discussed.
Student unable to discuss the underlying biological principles, terminology, etc.
needed to fully understand the articles being discussed indicating a lack of
preparedness.
Student able to correctly answer a few targeted (>2) questions regarding the
readings. Few of the ideas put forth logical and relevant to the topic being discussed.
Student able to discuss the underlying biological principles, terminology, etc. needed
to fully understand the articles being discussed. OR, student capable of discussing
only one of the three assigned articles.
Student able to correctly answer most of the targeted questions regarding the
readings. Many ideas put forth logical and relevant to the topic being discussed.
Student able to discuss most of the underlying biological principles, terminology, etc.
needed to fully understand the articles being discussed. OR, student only capable of
discussing two of the three assigned articles.
Student able to correctly answer most of the targeted questions regarding the
readings. Most ideas put forth logical and relevant to the topic being discussed.
Student able to discuss the underlying biological principles, terminology, etc. needed
to fully understand the articles being discussed. Student capable of doing each of
these outlined tasks for each of the three assigned articles.
Course Schedule
Date
26 August
Topic
Lecture: Dose-Response Curves and Contaminant Distribution
2 September
Lecture: Contaminant Distribution, Fate and Metabolism
9 September
Lecture: Biomarkers and Experimental Design
16 September
Discussion: Pesticides and Neurotoxicity
23 September
Discussion: Heavy Metals and Iono(dys)regulation
30 September
Discussion: Polychlorinated Biphenyls and Behavior
7 October
Discussion: Polycyclic Aromatic Hydrocarbons and Immunity
14 October
Discussion: Alcohol and Fetal Development
21 October
Discussion: Trenbolone and Reproductive Endocrine Function
28 October
Discussion: Tributyltin and Obesity
4 November
Discussion: Acrolein and Oxidative Stress
11 November
Discussion: Nanoparticles, Asbestos and Pulmonary Pathologies
18 November
Discussion: Pesticide Exposure and Effects in the Yaqui Valley
25 November
Thanksgiving Holiday – NO CLASS
2 December
Discussion: Atrazine and Amphibians
9 December
Discussion: Acetaminophen and Brown Tree Snakes